Special education is an ethically and politically complex area of ​​professional education (Paul, French, & Cranston-Gingras, 2001). Critics have claimed that special education does not benefit students with disabilities and should be abandoned on ethical grounds (Gartner & Lipsky, 1989). Others argue that special education is unethical because it stigmatizes and segregates minority students and violates children's rights (Grossman, 1998; Granger & Granger, 1986). On the other hand, proponents of special education point to the effectiveness of intensive reading interventions (Wanzek & Vaughn, 2007), as well as literature reviews that have found that special education services contribute more to the academic success of students with learning skills. disabilities and emotional disorders than general education classrooms (quotes from Fuchs). Although the overrepresentation (and underrepresentation) of certain minority populations is an ongoing concern in the field of special education, the National Association for the Advancement of Colored People (NAACP) has long supported special education initiatives, provided that the identification and labeling of students are respected. “based on needs, not race” (Dismantling the school-to-prison pipeline, 2005). Debates over effectiveness and identification of students with disabilities highlight some of the ways in which ethical issues underpin special education. Yet this is just the tip of the ethical iceberg. Ethical issues are also pervasive in special education assessment, teaching, curriculum, service delivery, funding, and research. Because of the thorny ethical and policy issues facing special education practitioners, policymakers, and researchers, it is essential that... .. middle of paper......Springfield, IL: Charles C Thomas Publisher , Ltd. Granger, L. and Granger, B. (1986). The Magic Pen: The Truth About “Special Education.” New York, NY: Dutton Publishing. Lipsky, DKE and Gartner, AE (1989). Beyond separate education: quality education for all. Baltimore, MD: Paul H. Brookes Publishing. National Association of Special Education Teachers (2012). Code of ethics. Retrieved from: https://www.naset.org/2444.0.htmlPaul, JL, French, P. and Cranston-Gingras, A. (2002). Ethics and special education. Rethinking Professional Issues in Special Education, 301-330. Publication Manual of the American Psychological Association (6th ed.) (2009). Washington, DC: American Psychological Association. Wanzek, J. and Vaughn, S. (2007). Research-based implications from comprehensive early reading interventions. Journal of School Psychology, 36(4).